Ethics and reciprocity

“Methodology is not something mechanical. It’s not just a set of techniques or a set of instrumentalities. Methodologies have lives; methodologies have suffering; you suffer a methodology; methodologies come out of very deep introspection.” -Rustom Bharucha

I spend a lot of time thinking (and worrying!) about my methodologies. I’m planning an ethnographic study of museums that narrate the histories of apartheid (and eventually a study of museum-going publics), and at the crux of my research is the question of the relationship between academic and public history. Lately, I’ve been wondering about what reciprocity might mean in this study. In my case, what is my responsibility to the museums I study and the publics they serve?

Reciprocity is a tricky thing, a critical component of the self-reflexive turn in anthropology. It’s also more than a little bound up in representation–though representation is, of course, a pretty big topic in its own right. For me, these are, if not exactly two sides of the same coin, certainly related. After all, how can I write about public and academic history without thinking about how accessible my own work is to the subjects of my research, or how it might be taken up within and beyond the academy?

There are many potential answers–working collaboratively with museums, sharing data when appropriate, respecting concerns about privacy and/or anonymity–but I’ve also been thinking about what happens after: the question of publication and accessibility. It’s no secret that much of academic publishing is simply inaccessible to the general populace, and not because we like our words polysyllabic. As the recent arrest of Aaron Swartz reminds us, the bulk of academic articles (the currency of our academic capital) is locked behind paywalls. And even if you do have access to an academic library, databases are expensive, and many libraries with smaller budgets simply can’t afford many.

So do I think that open-access publishing is the answer? Well, maybe. It’s certainly a good start, but we’re certainly going to have to tackle the reality that, as of 2010,  22% of the world has access to computers. That’s still a heck of a lot of people, but it’s not quite the universal, democratizing rhetoric that we digital humanists like to espouse sometimes.

I suppose that, until we figure it out, I’ll just have to hand out consent forms and business cards to my survey respondents and interviewees. Maybe somewhere, among the 1 billion Google searches per day, my research will pop up.

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Wishlists for the alt-acs

Academia vs. Love

Quinn Dombrowski, Academia vs. Love, Chicago, 2010.

The past few days have witnessed some pretty interesting Twitter debates and discussions (Twibates? Twicussions?), from questions about the future of museum ethics from the Center for the Future of Museums to the tweeting from the Consortium of Humanities Centers and Institutes‘ annual meeting in Toronto.

One exchange in particular caught my eye. In the midst of a discussion about not “shaming” PhD-ers who do not end up in tenure-track jobs, my friend Alan made this point:

“Even better, actively encourage us to consider #alt-ac possibilities and dev skills that can make us strong candidates on the market.”

If you’re in academia, you probably sort-of-kind-of know how you’re supposed to approach the elusive tenure-track job (getting it is, of course, a whole different matter). Publish, present at conferences, make connections–oh, and finish your dissertation. But what if you want an alternate academic (alt-ac for short) career, or just want to know what the possibilities are?

One problem is that there really is no such thing as a typical alt-ac career for the humanities. Some alt-acs work as archivists or librarians (though many schools require an additional library science degree), others work in museums, still others as consultants for cultural preservation firms. It’s difficult to make generalizations about such divergent career paths.

With that caveat in mind, I started thinking: why not make a wishlist? Whether you’re a grad student,  tenure-track faculty, an adjunct, a staff member, or an alt-ac yourself, what would you like to see departments and universities do for those who are interested in something outside/bordering/intersecting the academy? Has your department or school helped you along the alt-ac path? What would be helpful?

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A great example of mapping for a good cause

Screenshot of collaborative Google map.

Screenshot of collaborative Google map.

One more quick note:

The Crimson White, University of Alabama’s newspaper, has posted a great map that shows places to volunteer and attempts to contextualize images and videos from the storm.

(As a warning to anyone who may be sensitive, it also includes the names of those who died and where they were found. It’s a sort of digital memorial, but it may be tough to process right now.)

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4/27/2011, for Tuscaloosa

I promise a more comprehensive after the semester is over (plus a guest post from a fellow grad student!), but I wanted to write a few words about the tornado that devastated parts of the U.S. southeast on April 27, 2011. I lived in Tuscaloosa for two years while I was earning my M.A. in American Studies at the University of Alabama. When I moved to Atlanta in 2009, I left behind a number of good friends who, until last Wednesday, made their homes in T-town. Now many of them don’t have homes to return to, and some have lost everything.

I keep repeating the numbers I hear–1000 injuries, 434 still missing, 39 dead–like a talisman, even though I know they’ll change. I don’t think I’ll be able to comprehend the level of destruction until I go next weekend to hug my friends, swing a hammer or two, and drop off donations, but I’m searching for something that will remain constant in the city that I spent 2 of the most important years of my life.

By all reports on the ground, the images and coverage can’t do justice to the destruction across the region. I would like to ask you to consider donating time, money, whatever you can. The University of Alabama has set up a relief site here, and there’s a clearinghouse of links at Huffington Post.

Stay strong.

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Recollection

Screenshot of Recollection

The Library of Congress just announced a new open-source project called Recollection, which, according to the website, will allow users–for free!–to “generate and customize” digital content, including maps and timelines. The screencasts are admittedly a bit jargon-y, but the map function seems especially useful. From what I can gather, the platform will allow you to turn data like place names into latitude and longitude and, by extension, an interactive map. This screencast does a pretty nice job of walking you through a brief demo.

There’s been quite a bit of buzz about this in the library where I work, and I can see why. I’m thinking about ways to use this in my teaching–virtually augmented history walks and timelines, to start. Recollection is still brand new, so its usefulness remains to be seen. As the platform seems primarily aimed at pre-existing digital collections, I’m not sure how user-friendly it is for those of us who are building data from scratch–but given that it’s open-source, the potential for sharing data could be great.

I think I know what I’ll be playing around with once this semester is over…

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Advice for first year (and soon-to-be) graduate students

As an (oh-so-wise) second-year Ph.D student, I somehow feel qualified to give advice to my brethren–particularly those of you who may be thinking of entering the wide world of academia yourselves. There are, of course, a number of well-written and well-meaning pieces of advice for young scholars or early career academics (see, for example, most anything on ProfHacker). But now, at the end of my second year, with hindsight glaringly bright, I feel the need to say a few words to those of you in your first year or thinking about entering a Ph.D program.

1. There will be blood
No, not really (at least, I hope not). But in all likeliness, your first year will be disorienting at the least and downright scary at the worst. I once had a professor describe graduate school as coming into a cocktail party half an hour late. You might feel that you will never, ever understand what the word subaltern means. Or maybe you feel like you’re stuck in between worlds–your family and friends can’t relate to your ramblings about Derrida, but you don’t feel like you know enough to be chummy with the Deconstruction Club.

Your first year is a liminal time. You’re dipping your toes in coursework, trying on new theories and methodologies. At the same time, you’re being socialized into academe, and this process can feel incredibly isolating. It may feel weird for a bit, but you will become more conversant in theory, I promise. On the flip side, don’t ignore your friends and family outside the academy. (Sorry, mom, I know I should call more often.) A friend of mine told me once that graduate school will demand from you as much as you’re willing to give. You don’t have to give it everything–there’s no line on your CV for masochism, and no one wants to be friends with the girl who won’t shut up about Gramscian vs. Foucaultian conceptions of the museum.

2. Work, work, work
I’m not going to waste any space on the job market–you’re probably already freaked out enough as it is. What I want to suggest is another way to look at graduate school: you’re surrounded by a ton of brilliant people with awesome ideas. And not all of them are your professors. If your program allows it, work in the library, get an internship at a non-profit, do *something* that gets you out of your own head. Not only will having a part-time job give you some tangible experience that many students don’t have a chance to get before graduate school, you will likely be forced to talk to people about things other than your research or Zizek’s latest appearance with Lady Gaga.

For the past two years, I’ve been fortunate enough to work at Southern Spaces, a peer-reviewed, open-access journal at Emory. And honestly, if it hadn’t been for those 8 hours a week I spent copyediting and learning the intricacies of Drupal, my first year would have been much tougher.

3. It’s not you, and other miscellany
Seriously. In the infinitely wise words of a professor in my department, “It’s not hard because you’re not good enough, it’s hard because it’s hard.” At the same time, remember that you’re not in graduate school to be praised for your brilliance, you’re there to become even more brilliant.

And while we’re on the subject of advice, as Gina Barreca alludes to in her wonderful article, your adviser can never, ever do it all. Even the most attentive adviser can’t talk you down at 3 a.m. when you think that someone else has written your dissertation (ahem). Build networks across your university. Being a rhizome is a good thing. Think about creating a community of advisers in official and unofficial capacities, even if they aren’t in your department, your field, or even academia. Find someone who will push you to rewrite your proposal five times. Find someone who will give you a hug when you need it.

There is a great temptation to fall into the vortex of despair that swallows up so many students–who has more fieldwork left, more dusty archives to comb, more grants to apply for (again, ahem). While this kind of collective agonizing can seem temporarily therapeutic, it can quickly devolve into a competition of misery. Surely our energy is better spent on other endeavors?

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Welcome!

Welcome!

Here, you’ll find information on my works-in-progress, my class blogs, and  some links/musings on graduate school, my research, and life in academe.

You can contact me at smelton (at) emory (dot) edu.

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